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Learning design has become increasingly important in the context of expanding and dynamic digital learning environments. More traditional teaching approaches are no longer sufficient to engage learners in these changing learning environments. Teachers and aspiring learning designers therefore increasingly need learning design expertise, which takes time to develop. This paper responds to this challenge by outlining a fishbone digital learning design method, which is aligned with updated versions of Bloom's taxonomy for the digital world, as a scaffolded approach to developing basic learning design expertise. The study integrates three practical tools into one learning design method to ensure constructive alignment. The findings contribute to digital educational development and teacher professional development by proposing a practical and easy to adapt learning design method.

As an important branch of mathematics, geometry plays a very significant role in developing students' thinking, but many students need to improve their geometric thinking abilities, especially in understanding graphics and forms. Therefore, it is worthwhile to explore techniques and methods for developing students' geometric thinking, and Augmented Reality (AR) technology can visualize geometric objects to enhance mathematic learning. This study designed an interactive mathematical picture book by utilizing AR technology, and used a quasi-experimental setting to compare the effects of three different reading materials, including AR mathematical picture books, mathematical picture books and mathematical texts. Eighty-three fourth-grade students at an elementary school in China were divided into three groups to participate in the experiment. The effects on primary school students were measured in terms of geometric thinking level, cognitive load and flow experience. The quantitative findings indicated that after reading the AR mathematical picture book, students' geometric thinking levels 0-3 were significantly improved (p < 0.05). Moreover, compared with the other two groups, the students who finished reading the AR mathematical picture book scored significantly higher in geometric thinking and flow experience and significantly lower in cognitive load. Analysis of the semi-structured interviews showed that students enjoyed using AR mathematical picture books and felt that it resulted in a better flow experience and lower cognitive load. As a result, this research indicates that AR mathematical picture book has a significant role in increasing students' geometrical thinking, and provide a successful teaching case for the application of AR/VR in the classroom.

In recent years, social media such as YouTube, TikTok, and Instagram have become an essential part of the everyday lives of children and young adults. Integrating elements of these social media into higher education may have the potential to enhance situational intrinsic learning motivation through the emotional design and proximity to students' lives, but this also poses the risk of fostering a situational materialistic focus due to the ubiquitous materialistic content on especially Instagram, undermining situational intrinsic learning motivation. In the present study, we examined if the primary use of Instagram is associated with higher materialism and how exposure to Instagram-framed pictures influences situational intrinsic learning motivation. The current study conducted an online experiment. Participants (N = 148) were randomly assigned to one of three groups after they rated items about general and problematic social media use and materialism. In the first two groups, participants were asked to rate the pleasantness of luxury or nature Instagram-framed pictures. A third group received no pictures. Afterwards, the situational intrinsic learning motivation was assessed through a mock working task. The findings prove that people who (primarily) use Instagram tend to be more materialistic than people who (primarily) use another social medium and that exposure to Instagram-framed pictures neither positively nor negatively influenced situational intrinsic learning motivation but moderated the relationship between problematic social media use and situational intrinsic learning motivation. Limitations, implications, and future directions for social media use in higher education are discussed.

In the digital age, the range of digital technologies used in mathematics education grows. Since beliefs are affective-cognitive elements that significantly determine teachers' behavior in the classroom, they are an interesting field of research in mathematics education. A review of previous research has identified different groups of beliefs about the use of digital technologies in mathematics classes. These studies are not focused on specific digital technologies. In an empirical case study that is presented in this paper, the aim was to figure out how beliefs that can be described specifically about the use of visual programming relate to general beliefs about the use of digital technologies in mathematics education. A qualitative content analysis of the reflection journals of seven undergraduate mathematics education students on their work with Scratch, a visual programming environment, in a university seminar led to the formation of ten belief categories about the use of visual programming in mathematics classes. Most of the beliefs are associated with a positive attitude towards visual programming in mathematics education. However, some beliefs could also be identified that refer to the limits and challenges of using visual programming and thus demonstrate rather negative associations. Only a few of the categories identified match the list of belief groups about digital technologies in mathematics education identified in previous research. Some possible reasons for these results are discussed and further research interests in the field of beliefs about the use of digital technologies are suggested.

This study was designed to test how well a commercial intervention with a highly feminized role model (Barbie) worked to improve pre-adolescent girls' interest and performance in computer science. Concurrently, this study examined how overtly feminist texts and images of real women would impact girls compared to the traditional highly feminized Barbie texts and images. Girls were randomly assigned to hear one of the four books in a 2 (pictures: Barbie illustrations or photos of real women) × 2 (text: original or feminist) design. Sixty-eight 6-13-year-old girls (M[subscript age] = 9.48, SD = 1.41) were read a book, reported their interest in computer science, created an avatar for themselves, received coding training, and completed a coding assessment. It was predicted that girls who had seen a book with a highly feminized model and heard the original text would choose to spend more time on appearance-based skills (creating a personal avatar) over coding skills and thus would score lower on the coding assessment than girls who saw photos of real women and heard the feminist text. Results showed that the text manipulation, rather than the pictures, had the most influence on the girls' behaviors: girls who heard the feminist text performed better on the coding task and were more likely to choose a coding activity over an avatar creation activity. The girls' individual characteristics (gender attitudes and gendered avatar choices) showed significant associations with their hypothetical responses to sexist comments, coding performance, and choice of coding activity. Results underscore the importance of language in the internalization of gender stereotypes.

To create a more collaborative and communicative learning environment, digital tools are often looked to as possible solutions. Miro, an online whiteboard, is one such tool that allows students to easily share ideas and exchange information using a range of different media. Its strengths are its ability to allow real-time sharing and creation of ideas and information between learners and teachers using a host of multimedia. However, the numerous tools and options provided by the platform does come with a learning curve. Nevertheless, Miro is a useful option for encouraging collaboration between students, giving them a workspace to freely generate ideas and share resources.

Substantial evidence exists suggesting that access to articulatory gestures during instruction improves students' phonological awareness skills, but researchers have yet to explore the role of articulatory gestures in initial phonics instruction. The purpose of this study was to examine if visual access to articulatory gestures (i.e., mouth cues) of the instructor increases the acquisition and retention of grapheme-phoneme correspondences (GPC). A secondary purpose was to examine if strategic incremental rehearsal (SIR) is an effective method for teaching GPC to preschoolers. A multiple probe across behaviors with an embedded adapted alternating treatments design was used to examine intervention effects. Results provide strong evidence of the importance of students having visual access to their teachers' articulatory gestures during GPC training.

Visual activity schedules (VASs) are an effective, efficient intervention designed to promote positive language and behavioral development for elementary students with and at risk for emotional and behavioral disorders (EBD). However, VAS design and implementation varies widely in the extant research, prohibiting the ease of implementation in classrooms. The purpose of this article is to provide systematic guidance for educators to design, plan, implement, and progress monitor VAS effectiveness for students with or at risk for EBD.

Some students with disabilities, particularly those with emotional and behavioral disorders, may struggle with transitions, demonstrating inappropriate behaviors during them. Visual supports, previously determined to be an evidence-based practice for students with autism, is a proactive classroom management strategy addressing transitioning. In this article, we describe the use of visual activity schedules that can be integrated into existing classroom management practices to reduce disruptive behaviors during transitions.

Financial literacy is crucial for making sound financial decisions and living a better life. However, the field of finance is full of abstract concepts, such as inflation, liquidity, asset allocation and credit. Abstract concepts may be harder to comprehend than concrete concepts due to their lack of tangible referents in the physical world. In contrast, concrete concepts (e.g., car or house) have a palpable form and can be directly experienced through the senses. Against this background, the question arises of how instructional material can be designed in a way that helps people acquire knowledge about abstract financial concepts. Multimedia learning theories suggest complementing verbal information with visuals that represent the respective topic or concept. Since abstract financial concepts lack palpable, concrete forms, these representational visuals are not simply available but have to be developed. Based on grounded cognition theory, this article discusses three approaches, 'situations', 'emotions' and 'metaphors', which might be used to generate representational visuals of abstract financial concepts. This study aims to provide ideas and enhance our understanding of how grounded cognition theory can be utilized as a guideline to create representational visuals of abstract financial concepts and thus multimedia learning material, which in turn may support increasing people's financial literacy.

This paper outlines the design and application of a didactic sequence aimed at facilitating primary students' understanding of axial symmetry, utilizing a combination of digital artefacts and paper tasks. We wondered to what extent the designed didactic sequence is able to make primary school students formulate and validate effective programming strategies to construct symmetrical images with respect to an axis and identify the key properties of axial symmetry. Data analysis from a study carried out with fifth-grade students shows a link between the evolution of students' programming strategies and the construction of mathematical knowledge related to the definition of axial symmetry. The digital artefact and the paper tasks were effective in bringing out programming strategies and some of the key properties of axial symmetry. However, the designed didactic sequence was not enough to allow students to identify all properties related to axial symmetry, and a subsequent intervention by the teacher was necessary. The results of the experimentation led us to expand the paper tasks with additional questions for students.

This study explores how the use of learning analytics (LA) visualizations to eliciting examples tasks (EET) on the topic of functions can shape middle school mathematics teachers' formative assessment (FA) practices. Teachers' practices were examined when provided with LA visualizations, offering them an interactive analysis of their students' work. The findings showed that LA visualizations enhanced teachers' evaluations of their students' work, including challenges and strengths. Two key areas of FA were supported when teachers interacted with LA: designing and implementing classroom discussions and other learning activities and enhancing the quality of feedback. The patterns of use indicated that when teachers were not convinced of the data presented, they used critical thinking and accessed other reports and interactive tools to confirm their impressions.

The present study addressed the effects of becoming aware of being at an authentic historic place both on affective reactions and acquisition of information about the relevant historic events. The study was conducted in a research institute located in a former National Socialist (NS) clinic, thus holding an authentic historic dimension, while at the same time, the building's physical attributes do not resemble its history anymore. This allowed us to manipulate the participants' awareness of being at an authentic historic place via systematic variation of prior information (neutral information about the building, general information about a historic event, information about the authenticity of the place regarding the historic event). After receiving prior information, participants had to indicate their emotional valence and arousal. They were then shown a set of photographs related to the relevant historical period or to another unrelated period in randomized order and, after a filler task, were given a memory test of the photographs. Afterwards, participants rated the study room regarding its valence and evoking arousal. It was found that awareness of being at an authentic place had a negative effect on personal mood. Furthermore, the site itself was perceived less positively when participants were aware of its NS history. However, no differences in memory performance of relevant photos were found due to history awareness. The findings indicate that being at an authentic historic place does not necessarily imply a better acquisition of relevant historical knowledge.

Mixed-reality simulation (MRS) is a new and advanced technology implemented in Educator Preparation Programs (EPP) across the United States. However, more research is needed on the effectiveness of MRS in EPPs and its impact on beginning teacher candidates. This study sought to determine the effect of teacher candidates after utilizing MRS and its impact on acquiring teaching pedagogical skills. Forty-five surveys collected from teacher candidates revealed two themes: the beneficial experience of MRS in an EPP and technology concerns.

Multiple evidence-based practices (EBPs) were identified in education, but relatively little attention has been paid to implementation. Special education teachers in the Chinese mainland faced great challenges in terms of a lack of knowledge and skills regarding EBPs. Asynchronous online training has been successfully provided for pre-service professionals on instructional methods or strategies. The present study evaluated the effects of self-paced online training on pre-service special education teachers' case application of visual schedules to support individuals with intellectual and developmental disabilities. A pre/post-test control group design was utilized. Seventy-seven undergraduate students (mean age 20.5 years) who majored in special education participated in this study. Results indicated that the self-paced online training was effective in improving pre-service special education teachers' case application of the visual schedules strategy. In addition, participants were in agreement on the social acceptability of the online module of visual schedules. The results are discussed from a perspective of effective and socially valid online training, along with limitations and future implications.

Background: Learners' writing skills are critical to their academic and professional development. Previous studies have shown that learners' self-assessment during writing is essential for assessing their writing products and monitoring their writing processes. However, conducting practical self-assessments of writing remains challenging for learners without help, such as formative feedback. Objectives: To facilitate learners' self-assessment in writing, we developed a writing analytics toolkit and used data visualisation and cutting-edge machine learning technology that provides real-time and formative feedback to learners. Methods: To investigate whether our newly-developed tool affects the accuracy and process of learners' self-assessment, we conducted a lab study. We assigned 59 learners to complete writing (2 h) and revising (1 h) tasks. During the revision stage, we randomly assigned the learners to two groups: one group used the writing analytics toolkit while the second group was not granted access to the toolkit. Learners' self-assessment accuracy and process of self-assessment were compared between the two groups. Results: In our study, we found the toolkit helped learners in the experimental group improve the self-assessment accuracy of their writing products compared to the learners in the control group. In addition, we also found that the affordances of the toolkit affected the learners' self-assessment process, and poor design affordances may have prevented the learners from reflecting by themselves. Conclusions: Together, our empirical study shed light on the design of future writing analytics tools which aim at improving learners' self-assessment during formative writing processes.

Background: When learning causal relations, completing causal diagrams enhances students' comprehension judgements to some extent. To potentially boost this effect, advances in natural language processing (NLP) enable real-time formative feedback based on the automated assessment of students' diagrams, which can involve the correctness of both the responses and their position in the causal chain. However, the responsible adoption and effectiveness of automated diagram assessment depend on its reliability. Objectives: In this study, we compare two Dutch pre-trained models (i.e., based on RobBERT and BERTje) in combination with two machine-learning classifiers--Support Vector Machine (SVM) and Neural Networks (NN), in terms of different indicators of automated diagram assessment reliability. We also contrast two techniques (i.e., semantic similarity and machine learning) for estimating the correct position of a student diagram response in the causal chain. Methods: For training and evaluation of the models, we capitalize on a human-labelled dataset containing 2900+ causal diagrams completed by 700+ secondary school students, accumulated from previous diagramming experiments. Results and Conclusions: In predicting correct responses, 86% accuracy and Cohen's ? of 0.69 were reached, with combinations using SVM being roughly three-times faster (important for real-time applications) than their NN counterparts. In terms of predicting the response position in the causal diagrams, 92% accuracy and 0.89 Cohen's K were reached. Implications: Taken together, these evaluation figures equip educational designers for decision-making on when these NLP-powered learning analytics are warranted for automated formative feedback in causal relation learning; thereby potentially enabling real-time feedback for learners and reducing teachers' workload.

Background: Self-regulated learning (SRL) is a predictive variable in students' academic performance, especially in virtual reality (VR) environments, which lack monitoring and control. However, current research on VR encounters challenges in effective interventions of cognitive and affective regulation, and visualising the SRL processes using multimodal data. Objectives: This study aimed to analyse multimodal data to investigate the SRL processes (behaviour, cognition and affective states) and learning performance in the VR environment. Methods: This study developed a VR-based immersive learning system that supports SRL activities, and conducted a pilot study in an English for Geography course. A total of 21 undergraduates participated. Face tracker, electroencephalography, and learning logs were used to gather data for learning behaviour, cognition and affective states in the VR environment. Results and Conclusions: First, the study identified three categories of learners (HG, MG and LG) within the VR environment who presented different behavioural engagement and SRL strategies. The HG exhibited the highest level of cognition and affective states, which resulted in superior performance in terms of vocabulary acquisition and retention. The MG, despite possessing a higher level of cognition, performed inadequately in other aspects, leading to no difference in vocabulary acquisition and retention from the LG. By collecting and mining multimodal data, this study helps to enrich the visual analysis of SRL processes. In addition, the results of this study help to dissect the problems of students' SRL in a VR learning environment. Furthermore, this study provides a theoretical basis and reference for the study of SRL development in immersive learning environments.

As media evolves, a corresponding evolution is needed in visual communication education. This research explores an adaptation of curricula developed for the 21st century. The program introduces desirable difficulties, emphasizing reframing challenges and aligning coursework with future media careers. Through 5 years assessing a communication design program, four key findings emerged: getting students beyond their comfort zones, integrating iterative evaluation processes, cultivating a growth-centric environment, and emphasizing connections to careers. The communication design program's iterative nature reinforces industry responsiveness, suggesting structured yet experimental approaches foster student growth and confidence in meeting evolving challenges in media education.

The digital era has significantly reshaped journalism, emphasizing the pivotal role of data-driven reporting. This review delves into the nexus of data journalism and journalism education, investigating dominant study characteristics, challenges, and gaps for future research. Examining 41 relevant articles through the Arksey and O'Malley procedure, the findings highlight key impediments to integrating data journalism into curricula: scarcity of technically proficient specialists, resource limitations, absence of concrete methodological approaches, and a reluctance to incorporate mathematical elements into journalism education. This exploration underscores the critical need for overcoming these challenges to foster a seamless integration of data-driven approaches within journalism education.

The prevalent paradigm for understanding what constitutes a 'good' data visualization, and what we are likely teaching business students, relates to a conventional wisdom of efficiency, clarity, transparency, and faithful representation of truth. Teaching about the ethics of visualizations seems to be largely absent from business school curricula. This paper suggests that business students who make and use visualizations should be taught to use a code of ethics for visualizations based not only on conventional wisdom, but also on ideas from the Machine Learning/AI and 'ethical visualizations' communities. Elaborating on Sheppard's code, the code suggested here incorporates ideas about bias, transparency, user agency, and privacy. Ethical awareness and practice become even more important as more data collection, processing, and visualization is shifted to Machine Learning and Generative AI. A threshold model is adapted to understand when visualization decisions require more scrutiny. Ideas from the code and the threshold model are used to analyze choices made by the CDC's COVID-19 Rapid Response Team for an early pandemic visualization that circulated widely beyond the initial report in which it appeared. This and other examples underscore the need for business professionals to consider their visualizations from the perspective of the code.

Video activity schedules are a combination of video modeling and activity schedules that teach a singular task or a series of tasks to be completed. Instead of a sequence of pictures, videos demonstrate to the learner what is expected to be done. Research has focused heavily on using video activity schedules to teach daily living or vocational skills; however, there is a lack of research on using video activity schedules to teach play skills. In this study, a non-concurrent multiple baseline design across participants was used to evaluate the effect of a video activity schedule to teach four dyads of autistic children how to play cooperative games during a summer day camp. Results indicate that all participants learned how to play the game, including during generalization and maintenance probes. A limitation within the study was a lack of data collected for social communication and social validity. Future research should collect social communication data and/or other measures like indices of happiness (e.g., smiling, laughing, etc.).

The pattern of behaviors and abilities that reflect the core characteristics of students with autism spectrum disorder (ASD) and an environment that lacks the ability to understand individuals with ASD can make these students targets of bullying. Bullying is a serious problem for students with ASD, and practices against it are important in terms of improving students' coping strategies and overall well-being. In this study, we used a multiple probe model with an interprobe phase across participants to evaluate the effectiveness of the power card strategy to teach three students with ASD to respond to bullying. At baseline, the students gave few appropriate responses based on coping strategies for bullying after listening to stories about bullying. During the application of the power cards, the students read scenarios and power cards created for their favorite heroes or special interests, which included coping strategies for three different bullying situations (exclusion, being pushed, and being tickled). Then, they watched animations prepared for these bullying situations and were asked to answer questions about strategies to deal with bullying. The findings showed that all three students learned targeted strategies for coping with bullying in the context of the sessions using power cards. The students were able to generalize to different bullying situations (teasing, damaging one's belongings, being ignored) while retaining their strategies for coping with bullying in the context of the sessions held after the teaching was completed. The social validity findings of the power card strategy showed that one out of three students exhibited coping strategies for bullying in the school environment. The findings of the present study are discussed in the context of bullying and ASD, limitations, and recommendations.

In teacher education, video representations of practice offer a motivating means for applying conceptual teaching knowledge toward real-world settings. With video analysis, preservice teachers can begin cultivating professional vision skills through noticing and reasoning about presented core teaching practices. However, with novices' limited prior knowledge and experience, processing transient information from video can be challenging. Multimedia learning research suggests instructional design techniques for support, such as signaling keyword cues during video viewing, or presenting focused self-explanation prompts which target theoretical knowledge application during video analysis. This study investigates the professional vision skills of noticing and reasoning (operationalized as descriptions and interpretations of relevant noticed events) from 130 preservice teachers participating in a video-analysis training on the core practice of small-group instruction. By means of experimental comparisons, we examine the effects of signaling cues and focused self-explanation prompts on professional vision performance. Further, we explore the impact of these techniques, considering preservice teachers' situational interest. Overall, results demonstrated that preservice teachers' professional vision skills improved from pretest to posttest, but the instructional design techniques did not generally offer additional support. However, moderation analysis indicated that training with cues fostered professional vision skills for preservice teachers with low situational interest. This suggests that for uninterested novices, signaling cues may compensate for the generative processing boost typically associated with situational interest. Research and practice implications involve the consideration of situational interest as a powerful component of instructional design, and that keyword cueing can offer an alternative when interest is difficult to elicit.

Asian schools have consistently demonstrated higher academic achievement in mathematics compared to Western countries, largely due to cultural factors and the intensity of their educational systems. However, this success often comes with increased stress levels, which contribute to math anxiety (MA) among students. Research in cognitive psychology has shown a positive link between storytelling and enjoyable learning experiences. Nevertheless, the use of storytelling, specifically in mathematics education, still needs to be explored. This study synthesizes previous empirical research on storytelling in mathematics classrooms across Asian schools, from early childhood to high school, through a narrative review utilizing Voyant Tools. Nineteen studies, selected from seven digital databases spanning January 2004 to July 2023, were analyzed. The findings revealed that different educational levels employ varied storytelling methods in mathematics education. For instance, in elementary schools, storytelling techniques such as total physical response storytelling (TPRS) and visual aids combined with enjoyable physical activities are commonly used. In contrast, digital storytelling (DST), incorporating brain-based learning (BBL) principles, visual imagery, and music--with or without student projects--is more prevalent at the high school level. Overall, storytelling has proven to be an effective tool for motivating students in mathematics by making the subject more comprehensible and enjoyable.

Lexicography has seen significant advancements during the past seven decades. This paper aims to provide a thorough review of lexicography research by analysing 7302 related publications from the Web of Science Core Collection database with two visualization tools: VOSviewer and CiteSpace. The lexicography studies are initially evaluated for the heated research topics, followed by identifying the most influential references, authors, journals, institutions, and nations/regions accordingly. Furthermore, through the analysis of co-cited references and keywords co-occurrence, the forthcoming research endeavours in lexicography are believed to encompass the prioritization of the user perspective in dictionary compilation, the emphasis on online and electronic dictionary development, and the exploration of dictionary integration with online technology.

Artistic Literacies (AL) can be a catalyst to creative, imaginative, and potentially, transformative learning (Blackburn Miller, 2020). Artistic literacy texts include storytelling, creative writing, popular theatre, music, dance, poetry, fiction, or memoir, and visual art. Creative possibilities for diverse adult literacy learners can open when artistic literacies are integrated across the disciplines. This paper will highlight the way that transformative learning theory can enrich our understanding of artistic literacies and adult learning processes. Connections to transcultural literacies, affective (emotional and social) literacies, and environmental literacies within the context of adult literacy education will be explored. Visual art is used to highlight key dimensions of transformative learning and multimodal literacies. In multimodal learning, written-linguistic modes of expression interact with oral, visual, audio, gestural, tactile and spatial patterns of meaning (Kalantzis and Cope, 2012). For example, visual literacies can encourage the exploration, analysis, interpretation, and expression of artistic forms that include painting, sculpture, collage, photography, graffiti art, mobile art installations, protest art, and film. Transformative learning and multimodal learning disrupt singular conceptions of literacy to enable multiple entry points (e.g., aesthetic, narrational, experiential, intrapersonal, etc.) for creative learning and multimodal literacy development.

As Texas schools become increasingly diverse, educators are presented with opportunities to build on students' linguistic strengths and engage in transformative literacy teaching. Culturally sustaining early literacy instruction provides an avenue for teachers to support multilingual learners by leveraging their linguistic and cultural experiences as assets in reading development. This paper is organized into two sections: (1) an overview of culturally sustaining early literacy instruction and the contributions and limitations of the knowledge base associated with the Science of Reading (SOR), relating to multilingual learners; and (2) a description of three instructional strategies that support multilingual learners. The authors aim to disseminate this information to educators spanning K-16, fostering awareness of practices that educators can revisit and reassess as they tailor their instruction for multilingual students.

This paper deals with the training of undergraduate engineering students and is interdisciplinary in nature. It brings together three distinct aspects of scientific dissemination: the content of an engineering degree; the oral transmission of this content following the effective TED talks model; and the use English as a medium of scientific transmission. The paper highlights the need for trainee Spanish engineers to be able to communicate their work to the public through oral presentations that are brief and entertaining, yet scientifically rigorous. The core of the study consists of an analysis of a particular TED talk that is relevant for a variety of engineering degrees. We conclude that while it is necessary for Spanish engineers to receive specific training at a professional level in oral communication skills, there is a close relationship between the mode of transmission and the subject specific content to be transmitted that needs to be considered carefully. Developing a mastery of English is important, but essential communication skills are the most crucial aspect, regardless of the language of communication.

Choices made on data visualizations guide how users make meaning of the information presented. This research investigates design decisions made on 115 state-level dashboards reporting school safety data. Using pre-determined codes drawn from a framework of visualization rhetoric, dashboard characteristics were described and analyzed. Analysis demonstrates that school safety dashboards vary significantly in types of school safety data included as well as how such data are presented. Most dashboards lack specific interpretative text or narration, meaning the messages and stories communicated by dashboards are influenced largely by choices in data included, how it is visually represented, and the interactivity provided to users. The choices craft divergent stories about school safety for dashboard users--including, but not limited to, those that foreground student behavior as the central threat, those that present school practices as problematic, and those that center community creation--which may shape public discourse around school safety. In concert, rhetorical choices reflect different perspectives on safety, students, and schools.

Reterritorialization is an imperial process that creates settler colonial nations, like Canada, and funds intergenerational settler policies to assert intergenerational control over unceded territory, like English-only and French-only teacher education programs. This results in pedagogies designed to discourage learners from exploring other languages, instead focusing on the learning of low-variable, standardized materials (e.g., from mass media), which privilege social speech markers indexed to white native speakers. Such invariability is neither sociocognitively advantageous to learners nor linked to robust language learning, predicting miscommunication. To address this lack of variation in the imperial language curriculum, we developed "Parlure Games," a computer-assisted language-learning tool that promotes exposure to and interaction with highly variable audiovisual social speech markers (via high-variability phonetic training: HVPT, a technique that enhances learning through varied input), while also scaffolding land-sensitizing activities critical of imperial sprawl using online mapping. In this paper, we report on the development of "Parlure Games," explore its pedagogical affordances, and assess its acceptance as a de/colonizing audiovisual learning tool by teacher candidates enrolled in a TESL program in Quebec. By providing opportunities to interact with diverse social speech markers, "Parlure Games" provides a means to pluralize the imperial classroom while sensitizing instructors to its reterritorializing processes.

Rather than viewing online and face-to-face learning as two dichotomous domains (Kessler, 2018), this study seeks to explore ways that social media can be used to support and facilitate face-to-face exploration and communication in target language environments. It also aims to help English language learners improve their ability to critically evaluate social media by comparing it to what they experience in-person. This study applied the concept of "social media pathways" (Yeh & Swinehart, 2024) through an experiential learning model to integrate an authentic social networking site, Instagram, into an ESL curriculum for a community engagement project promoting a deeper and multifaceted understanding of the target language community. This study employed a qualitative method approach, including seven international students' reflections, a post-task questionnaire, and focus-group interview data, to investigate how the assumptions made from Instagram compare with observations made in the field. The findings were then used to establish a "Model for Community Exploration within Virtual and Face-to-face Contexts" that adds to the experiential learning framework the additional stages of experimentation, reflection, and new conceptualization that take place when learners use social media platforms like Instagram to form assumptions about a community and then use in-person exploration to test those hypotheses.

Over the last decade, the prevalence of online learning has dramatically increased. As part of their curriculum, students are expected to spend more and more time watching videos. These videos tend to follow a widespread format: a screen recording of slides with a picture-in-picture (PiP) image of the instructor's face. While this format is ubiquitous, there is mixed evidence that it supports student learning. In this paper, we explore alternative formats for designing educational videos. Based on prior work showing the significance of joint attention for social learning, we create instructional videos augmented with the instructor's gaze and/or face. Testing these formats in a semester-long online course using a 2x2 experimental design, we found that showing the instructor's face had no significant effect on learning, while adding the instructor's eye-tracking data to the video promoted conceptual understanding of the material. Mediation analysis showed that joint visual attention played a significant mediatory role for learning. We conclude by discussing the implications of these findings and formulate recommendations for designing learning videos.

In this paper, we describe the influence of the implementation of methodology for teaching and learning multiple integrals based on the constructivist approach and the interconnectedness of multiple representations (with an emphasis on dynamic representations) for different mathematical objects using GeoGebra's applications Graphing Calculator and 3D Calculator. The empirical research was conducted at the University of Kragujevac, Serbia, with two groups (the experimental and the control groups) of second-year students. During the learning process of the experimental group, students created digital materials to visualize the domain of the integration for the concrete tasks, to set the integration bounds, to recognize in which situation they needed to introduce the switch of variables, and all that to solve double or triple integral problems. Students in the control group, on the other hand, didn't use technology of any kind, including the programs Graphing Calculator and 3D Calculator. The findings of the empirical study showed that students' use of these tools to create digital materials improved their academic achievement and their practical and theoretical knowledge of multiple integrals.

This study aims to review the STEM education intervention on the undergraduate level by applying CiteSpace software, an innovative tool for bibliometric analysis and visualization. The Web of Science (WOS) database was used and covers the period from January 2008 to August 2023. Based on keyword search, seven clusters with the largest research volume in the past 15 years were identified and analysed with relevant literature. The results revealed that the trending topics of STEM education research included racial and gender differences in STEM education, reform of STEM education assessment and motivation methods for undergraduates, strategies to improve STEM academic performance, and the impact of STEM education on undergraduate employment. Furthermore, a cluster analysis of keywords and references was conducted to explore the connections between the clustered themes and the core theme of STEM. The timeline visualization diagram was used to examine the duration and evolution of each research theme in STEM education, which provided useful information for identifying the direction of STEM research. Finally, through the citation burst analysis, the top 15 most cited references were determined, and the STEM research hotspots were discussed in relation to their literature, which were consistent with the STEM research hotspots derived from the high-frequency themes and node literature. The findings of this study offer important insights into the development trend of STEM education and provide an evidence base and reference for future research and development of STEM education particularly at the undergraduate level.

While many studies have demonstrated a positive correlation between learning in the arts and students' critical thinking disposition, few studies have investigated the influence of an interdisciplinary art-related teaching approach and its correlation with academic student behavior confidence in anatomy and physiology (A&P). Therefore, this study aims to demonstrate the impact of an interdisciplinary approach -- reading, discussion, and drawing on students' academic confidence in undergraduate A&P. The investigation utilized a self-reported pre- and post-survey design to explore the change in confidence in A&P between course entry and exit. Sixty undergraduate students completed surveys while taking an elective course called Medical Literature, Anatomy, and the Arts, at a public state university in Southwest Florida. Results indicate a statistically significant difference in student-reported confidence levels in knowledge and experience of A&P. Additionally, the students' perceptions of the course were positive, citing more engagement and better support from peers and instructor as a result of this interdisciplinary approach. These outcomes suggest that teaching undergraduate students in A&P using medical arts enhances student academic confidence. This study provides encouraging support to existing scholarly work on higher education course design and instructional methods relative to improving student confidence and class engagement in A&P.

This study examines the impact of video-based learning on preservice elementary teachers, focusing on the use of Accomplished Teaching, Learning, and Schools (ATLAS) and Teaching Channel video resources. The research addresses the increasing reliance on video analysis for teacher preparation. Two groups of preservice teachers participated, including those already working in educational settings and career changers new to the field. The study employed a mixed-methods approach, analyzing exit surveys, focus group interviews, and video reflections. Findings reveal that while ATLAS videos provided valuable commentary and classroom observation opportunities, concerns were raised about video quality and realism. Comparisons to Teaching Channel videos highlighted the need for thematic organization and higher production standards. Overall, the videos served as an effective tool for reflection and professional growth, offering insights into effective teaching practices and encouraging self-improvement among preservice teachers.

Mathematical modelling has acquired relevance in different fields at an international level, both in education and research. This article states that, throughout the construction of the theoretical corpus of this mathematical process and competency -- among others -- two big issues have occurred: one of terminological nature since the definitions surrounding modelling have varied, and other of representational nature since different representations have been proposed to explain modelling as a cyclical process. These two issues occur mainly due to the diversity of positions on how modelling is understood and how this process is tried to be explained. To address the terminological issue, a position was adopted on the terminology surrounding modelling in Mathematics Education, based on the main theoretical developments of ICTMA Community. To address the representational issue, a modelling cycle from a semiotic-cognitive approach that represents this process in a non-set way is proposed, that is, without a strict separation between «real world» and «mathematical world». In this way, a proposal aligned with a system of theoretical principles (terminology and structure), a methodology (modelling cycle), and sketches of research questions (for future theoretical and empirical developments) is presented to address both issues.

This research aims to investigate the use of an artificial intelligence-based mobile application with plants and plant identification techniques (AImPLANT) with prospective science teachers in outdoor activities. The goals of the study are: (i) to develop an AI-based mobile application from scratch based customized for education (ii) to enhance knowledge about common plants (iii) to increase awareness of plants, animals, and the natural environment, offering solutions to reduce plant blindness (iv) to support outdoor activities to observe, identify and taxonomically determine specific characteristics of plants (endemic, economic, health, aesthetic etc.) (v) guide students creating an individual virtual herbarium. The research will achieve the expected goals by coding an original "AI-Based Mobile Application" using ChatGPT and PlantNet APIs through technologies like Flutter, Firebase, Firestore, involving approximately 3200 lines of code. The mobile application includes components such as an "Plant collection (herbarium) project module", "AI-based chatbot", "AI-based plant identification module", "AIbased student assessment module", and a "Student assistance section". The application provides guidance in creating virtual plant collections (herbariums). Additionally, aids by the "help module" and "chatbot". Furthermore, an AI-based "self-assessment module" evaluates like a teacher based on the answers. The research question and sub problems were based on prospective science teachers' knowledge about plant identification and taxonomy, plant blindness, and opinions on studying with artificial intelligence outdoors with common plant species. The research, once again showed that artificial intelligence facilitates teaching biology, increases academic success, has positive contributions to eliminating plant blindness, and reduces teacher candidates' concerns about artificial intelligence and affects their opinions positively.

Online assessment is an essential part of online education, and if conducted properly, has been found to effectively gauge student learning. Generally, textbased questions have been the cornerstone of online assessment. Recently, however, the emergence of generative artificial intelligence has added a significant challenge to the integrity of online assessments. In particular, it has been reported that large language models, like ChatGPT-4o, show high performance on textbased questions. In comparison, ChatGPT-4o exhibited significantly reduced performance on figure-based questions in our study. In an effort to counter the recent encroachment of ChatGPT-4o into online assessment, we propose a step-by-step instructional guide for a method in creating figure-based multiple-choice questions that are resistant to ChatGPT-4o. This involves generation of a ChatGPT-4o-resistant figure, writing the question text based on it, and evaluating the final question on ChatGPT-4o. If successfully created, ChatGPT-4o response could be subject to random guessing. Our results showcase four representative examples for introductory biology courses and illustrate a systematic approach to compose questions based on qualitative analysis of ChatGPT-4o responses. In combination with other assessment methods, our method aims to serve as a tool to alleviate the current challenge that educators face for online assessments.

This study seeks to examine University students' perspectives on the use of interactive presentation technologies (namely Classpoint) in order to foster an interactive learning environment and enhance motivation during remote learning. The sample consisted of 66 students who were currently enrolled in undergraduate and graduate programmes at Arab Open University. In order to accomplish the objective of the study, a questionnaire consisting of a 20-item Likert scale was devised to assess the efficacy of employing Classpoint in terms of presentations, classroom engagement, and motivation for remote learning as seen by the students. Furthermore, 14 students were subjected to semi-structured interviews. This study employs a combination of qualitative and quantitative methodologies. The findings indicated that the utilisation of Classpoint resulted in heightened classroom engagement and enhanced students' enthusiasm for remote education. The findings also indicated a strong inclination among students to utilise Classpoint for establishing an engaging learning atmosphere during remote education. Furthermore, there were statistically significant variations in the average scores based on the students' educational level, favouring those enrolled in the master's programme. However, no statistically significant difference was observed based on the students' gender. Moreover, the findings indicated that there were no statistically significant disparities in student motivation for remote learning based on educational level and gender. Additionally, the qualitative analysis revealed a substantial enhancement in student motivation because of using Classpoint.

Spatial skills are crucial to STEM disciplines and involve a variety of cognitive processes and skills related to visualising, reasoning and communicating about spatial relations. Particularly in the primary school years, attaining 'spatial literacy' gives children a valuable set of skills and knowledge that can aid them in successful participation in STEM subjects. However, it is poorly understood what constitutes spatial literacy for primary school age children. Furthermore, research into pedagogy for spatial skills is limited, with training interventions often resembling psychometric tests. Therefore, it is pertinent to explore which spatial skills and knowledge are most important for primary school age children to develop and how pedagogy could look to help children to attain spatial literacy. Maker education provides an integrated and design-based approach to learning in which children could practise spatial skills and knowledge by applying it in a creative way. Origami provides a particularly interesting medium to explore these questions as it has previously been used successfully to train psychometrically assessed spatial skills. This paper details a 'research through design' case study of the development of a theoretically informed origami workshop and its implementation in a makerspace during an after-school makerspace programme. The origami workshop and its pedagogical qualities are described and the implementation of the origami workshop in an after-school makerspace is analysed in light of spatial literacy. These findings are discussed and contextualised with insights from the literature. Finally, several recommendations for further research on spatial literacy for primary school age children, specifically in the context of maker education, are made.

The study aims at professional development directed towards finding new pathways in education for and in sustainable development. In this study, we consider how primary teachers from two schools in Gothenburg, Sweden, experience the forest and the urban area as potential learning environments. This study focuses on teachers' perceptions (understanding) and experiences (emotional) of two places, the urban area, and the forest. To make visible teachers' relationships with the urban area and the forest, we use collage inquiry as a research method to stimulate teachers' reflection, conversation and writing about the forest and urban area. Primary teachers from three schools in Sweden participated in the study and made collages The collage inquiry brought out their emotions, perspectives, and curiosity about the forest and the urban area described in three themes; "temporarily situated," "place dependent" and "emotionally connected." Knowledge of teachers' perceptions and experiences ensures opportunities to deepen the ability to teach technology beyond the classroom. To bridge between biology and technology and compare ecological and technological systems constitutes a possible basis for continued work and development of teaching for sustainable development.

Individuals diagnosed with autism spectrum disorder (ASD) remain underrepresented in many core classes such as mathematics and science due to common characteristics that affect social interactions, behaviors, learning abilities, and communication. According to the DSM-5-TR (2013), a deficit in social communication, social reciprocity, and restricted, repetitive interests are common for those diagnosed with ASD, which makes their interactions with other people difficult. Individuals with ASD are often interested in specific topics or objects and demonstrate repetitive behaviors that can affect their everyday life. Other symptoms of ASD can also adversely affect their ability to participate in everyday activities compared to a typically developing or developed person (National Institute of Mental Health, 2023). Evidence-based practices (EBP) when implemented correctly and with fidelity can support greater inclusion for students with ASD. The authors present a research study on peer-mediated intervention's effectiveness for students with autism spectrum disorder.

Despite the promise of virtual reality (VR) videos to provide reflective opportunities analogous to those afforded by real-world classroom recordings, there has been scant research on its usage in teacher education to date. In this quasi-experimental study, we compared the effects of two distinct stimuli used for student teachers' reflections on their teaching. This mixed-methods study investigated how participants' perceptions of their own abilities to engage in reflective thinking changed over time. Twenty-three preservice instructors watched a genuine classroom film and compared it to 46 who watched a virtual reality version. Only the VR group saw a gain in self-efficacy related to reflection over time. We also discovered that, like traditional classroom videos, VR videos prompted participants to engage in self-reflection. This research is the first to show that reflecting on VR classroom footage yields similar outcomes as reflecting on actual classroom videos in mathematics. This demonstrates the viability of VR for use in teacher education and its potential value as a tool for education professionals.

The current research utilized a modern word cloud tool to assess the effectiveness of course objectives and outcomes of a community-engaged learning and core curriculum course at a private Catholic University. The foundational course revolves around social justice using the setting of sport and physical activity. Beginning with a final reflection of the course and inserting data into word cloud tool, results indicate that this assessment technique offered insight into future enhancements of college course assessment by breaking down and focusing on specific words or phrases that may or may not be meeting the needs of the instructor and students.

Background: South African teachers' mathematical knowledge for teaching and number sense are markedly low, evidenced in national and international research. There is a call for supporting teachers in developing their knowledge and confidence in teaching mathematics. Aim: The aim of this article is to share how pre-service teachers (PSTs) used the empty number line (ENL) to demonstrate the jump strategy (JS) for efficient mental computation, related to the national Mental Starters Assessment Project (MSAP). Setting: This study was conducted at a tertiary institution in the Eastern Cape province of South Africa, with 40 first-year intermediate phase PSTs, during their mathematics didactics course. Methods: The data comprised 40 micro-teaching videos, analysed thematically, following an analytical model for video-recorded data. Videos were categorised according to the way they faithfully followed or departed from the MSAP teacher resources. Results: Findings suggest that more than 70% of the PSTs faithfully followed the teacher resources to teach the JS on the ENL, with regards to use of at least three of the four key elements, namely: ENL, jumps, gesturing, and key phrases and terminology. Conclusion: We suggest PSTs receive explicit instruction on the above-mentioned key elements for teaching mental calculation strategies with the ENL and opportunities to practise teaching these to their peers. Contribution: Most PSTs successfully used the ENL to demonstrate the JS for efficient mental computation, enabled by the opportunity to engage in developing (and reflecting on their) micro-teaching videos.

Infographic text is a visual text in the form of a combination of images, graphics, illustrations, and typography that serves to facilitate readers in understanding information. Therefore, infographic text is presented with an attractive appearance by increasing the number of illustrations and a little text. The widespread use of infographic text in every aspect of life today requires everyone to have adequate ability to read infographic text. Therefore, in this study the author conducted research on the ability of junior high school students to read infographic texts. The method used in this research is quantitative descriptive method. The object of the research is students of Class VIII of Junior High School in one of the districts in Central Java province. The results showed that the ability to read infographic texts of junior high school students in one of the districts in Central Java still needs to be improved. It can be seen from the low score obtained in doing infographic text questions. There are several efforts that teachers can make to improve students' ability to read infographic texts, namely by increasing visual literacy, improving reading skills, providing knowledge about infographics, and providing practice reading infographic texts.